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Attention skills, learning and academic abilities in children and adolescents with genetic disorders: a systematic review
13 references·0 citing·56 second hopsampled
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References

  • 2021PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews11,660 cited
  • 2004Specific reading disability (dyslexia): what have we learned in the past four decades?2,549 cited
  • 2002Social Cognitive Theory in Cultural Context2,090 cited
  • 2016Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning1,235 cited
  • 2015Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not1,173 cited
  • 2004Alerting, Orienting, and Executive Attention: Developmental Properties and Sociodemographic Correlates in an Epidemiological Sample of Young, Urban Children587 cited
  • 2007Learning, Attention, Writing, and Processing Speed in Typical Children and Children with ADHD, Autism, Anxiety, Depression, and Oppositional-Defiant Disorder420 cited
  • 2000Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers398 cited
  • 2011Enhanced efficiency of the executive attention network after training in preschool children: Immediate changes and effects after two months331 cited
  • 2016The Social Origins of Sustained Attention in One-Year-Old Human Infants255 cited
  • 2012Attention Skills and Risk of Developing Learning Difficulties42 cited
  • 2018Executive Functions in Children and Adolescents with Turner Syndrome: A Systematic Review and Meta-Analysis36 cited
  • 2016

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Visual attention and academic performance in children with developmental disabilities and behavioural attention deficits
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